Leaving Certificate Home Economics Syllabus - Curriculum

AN ROINN OIDEACHAIS AGUS EOLAÍOCHTA

LEAVING CERTIFICATE

HOME ECONOMICSSCIENTIFIC & SOCIAL

SYLLABUS(ORDINARY LEVEL AND HIGHER LEVEL)

Aims and Principles

1. The general aim of education is to contributetowards the development of all aspects of theindividual, including aesthetic, creative, critical,cultural, emotional, expressive, intellectual, forpersonal and home life, for working life, for liv-ing in the community and for leisure.

2. Leaving Certificate programmes are presentedwithin this general aim, with a particular empha-sis on the preparation of students for therequirements of further education or training, foremployment and for their role as participative,enterprising citizens.

3. All Leaving Certificate programmes aim to pro-vide continuity with and progression from theJunior Certificate programme. The relativeweighting given to the various components —e.g. personal and social (including moral andspiritual) development, vocational studies andpreparation for further education and for adultand working life — within the programmes mayvary.

4. Programmes leading to the award of the LeavingCertificate are of two years duration and areoffered in three forms:

i. The Leaving Certificate (Established)

ii. The Leaving Certificate Vocational Programme

iii. The Leaving Certificate Applied

5. All Leaving Certificate programmes, in contribut-ing to a high quality education, emphasise theimportance of :

• self-directed learning and independent thought

• a spirit of inquiry, critical thinking, problemsolving, self-reliance, initiative and enterprise

• preparation for further education, for adultand working life

• lifelong learning.

The Leaving Certificate (Established)

The Leaving Certificate (Established) programmeoffers students a broad and balanced educationwhile allowing for some specialisation.Syllabuses are provided in a wide range of sub-jects. All subjects are offered at Ordinary andHigher levels. In addition, Mathematics and Irishare also offered at Foundation level.

The certificate is used for purposes of selectioninto further education, employment, training andhigher education.

The Leaving Certificate VocationalProgramme (LCVP)

The Leaving Certificate Vocational Programme isan intervention within the Leaving Certificate(Established). LCVP students study a minimumof five subjects (at Higher, Ordinary orFoundation levels), including Irish and two sub-jects from specified vocational subject groupings.They are also required to take a recognisedcourse in a Modern European language, otherthan Irish or English. In addition LCVP studentstake three Link Modules on Enterprise Education,Preparation for Work and Work Experience.

In particular, the LCVP aims to foster in studentsa spirit of enterprise and initiative and to devel-op their interpersonal, vocational and technolog-ical skills.

The Leaving Certificate Applied

The Leaving Certificate Applied is a distinct, self-contained Leaving Certificate programme. It isdesigned for those students who do not wish toproceed directly to third level education or forthose whose needs, aspirations and aptitudesare not adequately catered for by the other twoLeaving Certificate programmes. The LeavingCertificate Applied is structured around threemain elements – Vocational Preparation,Vocational Education and General Education -which are interrelated and interdependent. Thisprogramme is characterised by educational expe-riences of an active, practical and student-cen-tred nature.

LEAVING CERTIFICATE PROGRAMMES

LEAVING CERTIFICATE

HOME ECONOMICS—SCIENTIFIC AND SOCIAL

(ORDINARY AND HIGHER LEVEL)

• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S — S C I E N T I F I C A N D S O C I A L S Y L L A B U S •

INTRODUCTION . . . . . . . . . . . . . . . . . . . . 2

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Aims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Syllabus structure . . . . . . . . . . . . . . . . . . . . . . . . .5

Level differentiation . . . . . . . . . . . . . . . . . . . . . . .6

Syllabus content: legislation . . . . . . . . . . . . . . . . .6

Practical work . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Safety, health and welfare . . . . . . . . . . . . . . . . . . .6

Teachers’ guidelines . . . . . . . . . . . . . . . . . . . . . . .6

ASSESSMENT

Assessment objectives . . . . . . . . . . . . . . . . . . . . . .7

Differentiation . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

PROGRAMME OF STUDY

CORE

1. Food studies

1.1 Food science and nutrition . . . . . . . . . . . . . .8

1.2 Diet and health . . . . . . . . . . . . . . . . . . . . . .13

1.3 Preparation and processing of food . . . . . . . .15

2. Resource management

and consumer studies

2.1 Family resource management . . . . . . . . . . . .20

2.2 Consumer studies . . . . . . . . . . . . . . . . . . . .23

3. Social studies

3.1 The family in society . . . . . . . . . . . . . . . . . .24

ELECTIVES

There are three electives, from which one will be chosen

4. Elective 1: Home design

and management

4.1 Housing . . . . . . . . . . . . . . . . . . . . . . . . . . .30

4.2 House building and design . . . . . . . . . . . . .31

4.3 Designing the house interior . . . . . . . . . . . .32

4.4 The energy-efficient home . . . . . . . . . . . . . .32

4.5 Systems and services . . . . . . . . . . . . . . . . . .33

5. Elective 2: Textiles,

Fashion, and Design

5.1 Contemporary clothing and fashion . . . . . . .35

5.2 Textile science . . . . . . . . . . . . . . . . . . . . . . .35

5.3 Design evaluation

and garment construction . . . . . . . . . . . . . .36

5.4 The clothing and textile industries . . . . . . . .36

6. Elective 3: Social studies

6.1 Social change and the family . . . . . . . . . . . .37

6.2 Education . . . . . . . . . . . . . . . . . . . . . . . . . .37

6.3 Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

6.4 Leisure . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

6.5 Unemployment . . . . . . . . . . . . . . . . . . . . . .40

6.6 Poverty . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

6.7 Statutory and community responses

to creating employment and

eliminating poverty . . . . . . . . . . . . . . . . . . .41

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CONTENTS

INTRODUCTION

Rationale

(i) Home economics–scientific and social is an

applied subject combining theory with practice

in order to develop understanding and solve

problems. It is concerned with the way

individuals and families manage their resources

to meet physical, emotional, intellectual, social

and economic needs.

(ii) Home economics focuses on the acquisition of

knowledge and the development of skills and

attitudes that will enable students to take control

of their own lives at present and in the future,

whether that be in the home, in further

education, in the world of work, or other life

situations. The wide range of learning

experiences to which the students are exposed

will allow them to be flexible and adaptable in

the changing situations of modern life. It

prepares students of both sexes for life in a

consumer-oriented society and provides a

learning foundation for those seeking

employment in a wide range of careers, such as

the food industry, tourism, clothing and design,

and the health and social services.

(iii) Home economics emphasises the interdependent

relationship that exists between individuals or

families and their immediate and distant

environments and promotes a sense of

responsibility towards sustaining resources within

those environments.

Aims

2

The aims of the syllabus are to:

• provide continuity and progression from the

aims and content of the Junior Certificate

home economics programme

• allow students, male and female, to acquire

and develop the knowledge, understanding,

skills, competence and attitudes necessary to

contribute to a personal and family environment

conducive to human development, health,

leisure, security, and happiness

• provide a suitable basis for the formation of

post-school life, with the emphasis on future

education, vocational training and employment

needs; to include the particular needs of the

food industry, clothing, textile and craft

industries, tourism, and social and health

services; and to develop an appreciation of

the significance of their learning to the

Irish economy and the European Union

• develop an understanding of the physical,

emotional, intellectual, economic and social

needs of individuals or families and to encourage

an appreciation of the diversity of socio-

economic and cultural influences on family life

• encourage students to develop and apply the

management skills necessary for the effective

organisation and management of available

resources to satisfy personal and family needs

in a continuously changing economic, social

and technological climate

• develop an awareness of the interdependence

of the individual or family and the environment

and to promote a sense of responsibility to

global issues


ObjectivesThe objectives of the syllabus are:

KnowledgeStudents should have knowledge of

• relevant facts, principles, terminology, methods,

and concepts

• managerial processes related to the individual,

home, family, and community

• the relationship of nutritional needs to the

health of the individual and the community

• current technological advances affecting food,

materials, textiles and equipment used in the

home, with reference, where relevant, to

industrial processes

• elements and principles of design in relation to

clothing, food, and the home

• sociological factors affecting the individual

and families.

UnderstandingStudents should understand

• relevant facts, principles, terminology, methods,

and concepts

• the physical, intellectual, emotional and social

needs of people

• the effects of social and technological change on

the family, society, industry, and the economy

• the responsibilities an individual has towards the

family group, the community, and the world at large

• the social and economic dimensions of

home economics

• the relationship that exists between the individual

or family and the environment.

Skills

Students should be able to

• develop skills of handling, observing and

evaluating food, textiles and equipment in the

wide range of practical activities encountered

• research, study, analyse, synthesise and interpret

material as a basis for expressing and

communicating viewpoints in planning and

evaluating alternatives and making judgements

and decisions through problem-solving

• develop and extend organisational, manipulative

and creative skills in relation to the preparation,

cooking and presentation of food

• develop an appreciation of the quality and

suitability of clothes and fabrics

• develop creative ability and respond to design

through the exploration of materials and processes

• apply principles of safe and hygienic practices

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• be sensitive to aspects of Irish and

European cultures

• nurture and develop a spirit of enterprise,

inventiveness, aesthetic awareness, and creativity

• encourage students to become discerning

consumers, able to seek out and evaluate

information and weigh evidence as a basis

for making sound judgements and choices

• develop an awareness of health and

safety practices in activities related to

home economics

• develop personal qualities: perseverance,

self-confidence, co-operativeness, team spirit,

adaptability, and flexibility.

• gain the experience of communicating, interacting

and co-operating through working in groups

• analyse and evaluate the effectiveness of a course

of action and redirect it if necessary

• apply the principles of management to any

relevant activity.

CompetenceStudents should be able to

• present information in a variety of forms

in a structured and logical way

• initiate and implement independent

work schedules

• arrive at conclusions or solutions to tasks

or problems in a planned, systematic way

• plan, prepare and present meals to

specific requirements

• make and evaluate decisions based on the

consideration of all available information

• produce a garment that demonstrates the use

of a range of prescribed processes (textiles, fashion,

and design elective only)

• transfer acquired knowledge and skills to new

situations at home or in industry so that they can

produce a variety of solutions to novel problems,

evaluate the possibility of suggested solutions,

and form reasoned proposals for action.

AttitudesStudents should appreciate

• that the use of effective managerial processes

affects the quality of life

• the role of the consumer in society

• the importance of being discerning consumers,

able to seek out and evaluate information and

to weigh evidence as a basis for making

judgements and choices

• the importance of safe and hygienic practices in

the home and elsewhere and the fact that safety

awareness should be an integral part of life in

the use of food, materials, and equipment

• the responsibilities they have towards

themselves and their families, peers,

and other members of society

• the value of aesthetic considerations in relation

to all aspects of life

• the value of individuality, creativity, and enterprise

• applications and influence of technology,

the effect it has on society, and its impact

on the environment

• the effect that the decisions of individuals

have on wider national and global issues

• that there is an interdependent relationship

between individuals and their environment

• the importance of home economics issues to

the economic development of the local

community, the country, and the EU.

4


FormatThe syllabus is presented in four columns, under the

headings:

• topic

• content–expected knowledge and understanding

• activities to support the course objectives

• links with other parts of the syllabus.

The topic column gives main headings and number

references, from which the topics covered can be

conveniently referred to.

The content column gives further details of the

content required. Content required for Higher level

only is indicated (in black print) in this column also.

The support activities column is included to assist

teachers in achieving the objectives of the syllabus.

The activities included encourage variety in learning

methods. Alternative suitable activities may also

be used.

The fourth column indicates links with other parts

of the syllabus and is included as an aid to teachers in

integrating topics from one content area to another.

The syllabus has been structured to facilitate

the development of the specific content of

the syllabus in a clear and informative way.

The format in which the syllabus is presented

does not imply any particular order of

teaching. Teaching strategies should promote,

in a positive manner, the aims and objectives

of the syllabus.

It is recommended that the subject be taught within a

framework that integrates the related elements and

processes within each of the three areas of the core

and the selected elective. This is facilitated by the

cross-referencing in column 4: links with other parts

of the syllabus.

5


RESOURCE MANAGEMENT

AND CONSUMER STUDIES

25%

SOCIAL S

TUDIES

10%

ELECTIVE20%

HOME DESIGN AND MANAGEMENT

20%

TEXTILES, FASHION, AND DESIGN

20%

OR OR SOCIAL STUDIES20%

FOOD STUDIES45%

CoreThe core consists of three areas:

ElectivesThere are three electives,

from which one will be chosen

Each elective is an extension of the content of the core.

Syllabus Structure

Level differentiationThe syllabus has been designed as a common syllabus

for Ordinary and Higher levels. Some material has

been designated Higher level only. This material,

which is an extension of Ordinary level, is printed in

black throughout the syllabus.

Higher level students will be expected to demonstrate

a greater depth of understanding of concepts,

processes and principles and a greater degree of

proficiency in skills, both practical and procedural.

Syllabus content–legislationWhere legislation or regulations are referred to in the

syllabus content, it is expected that candidates will

have a knowledge of the most recent developments.

Practical workPractical work is an integral component of the syllabus.

Practical activities provide opportunities for achieving

the syllabus objectives as the content is studied.

Slides, posters, books, videos and computer programs

are excellent resource materials, and their use in

implementing the syllabus is recommended.

Standard safety precautions must be observed, and due

care must be taken when carrying out all activities.

TimeThe syllabus is designed for 180 hours of class contact

time (the equivalent of five class periods of 40 minutes

each per week). At least one double period is required

per week to facilitate practical work.

Safety, health and welfareNormal safety conventions will apply to the teaching of

the syllabus. Teachers must work within the guidelines

of the Safety, Health and Welfare at Work Act (1989)

and any subsequent amendments. Teachers are

encouraged to develop in their students positive

attitudes and approaches to safety in the range of

activities they encounter and to inculcate in them

an awareness of the values of creating a safe

working environment.

Teachers guidelinesA set of teachers guidelines (non-prescriptive material)

will accompany the syllabus.

6


ASSESSMENTThe syllabus will be assessed in accordance with its

objectives. In any year the examination will be

representative of a range of elements from the syllabus.

Assessment objectivesCandidates will be required to demonstrate their

(i) knowledge and understanding of relevant facts,

principles, terminology, methods and concepts,

as outlined in the syllabus

(ii) ability to apply this knowledge and

understanding to a variety of relevant situations

(iii) ability to research, record, analyse, synthesise and

interpret material and to present information in

a structured and logical way

(iv) ability to analyse and evaluate the effectiveness of

a course of action

(v) organisational, manipulative and creative skills in

relation to relevant areas of the syllabus

(vi) ability to make informed choices and decisions

based on the consideration of all available

information.

DifferentiationThe syllabus aims to cater for a wide range of student

abilities. While it has been designed as a common

syllabus for Ordinary and Higher levels, some material

has been designated Higher level only. This Higher level

material is an extension of Ordinary level material.

Assessment will be available at Ordinary and Higher

levels. Examination questions and tasks will be based

on the syllabus content appropriate to each level. In

addition, Higher level students will be expected to

demonstrate a greater depth of understanding of

concepts, processes and principles and a greater degree

of proficiency in skills, both practical and procedural.

FormatAssessment will be in the form of a terminal written

examination and an assessment of practical work,

which is an integral part of the study of home

economics. There will also be an assessment of practical

work for those candidates who study the textiles,

fashion and design elective.

As home economics is a multi-disciplinary subject, it is

recommended that it be taught within a framework

that integrates the related elements and processes

within the core and the selected elective. It follows,

therefore, that assessment questions and tasks will

promote this principle of integration.

7


Topic Content: expected Activities to support Links to other parts knowledge and understanding the course objectives of the syllabus

8

Factors affecting food choices, to include: • culture, eating patterns, sensory

aspects, nutritional awareness,health status, availability, finance,marketing and advertising

Discussion on the differences in mealpatterns in different societies and the factors that contribute to these differences.

Theme day or week featuring foodsfrom a particular culture or time.

1.2.3 Dietary and food requirements

1.2.4 The Irish diet1.3.3 Meal management

and planning2.1.1 Components

of management2.1.3 Management of household

financial resources2..2.1 Consumer choices

PROGRAMME OF STUDY CORE

(Black text is for Higher level only.)

1. FOOD STUDIES (45%)


1.1 Food scienceand nutrition

1.1.1 Food choices

Composition• basic structure of amino acids• essential amino acids, peptides,

peptide bond, hydrolysis

Structure• outline knowledge of primary,

secondary and tertiary structure

Classification• simple proteins

animal–fibrous, globular plant–glutelins, prolamines

• conjugated proteins

Sources• animal and plant protein sources• distribution in food of the following

proteins: albumin, casein, gelatine,gluten, myosin, actin, collagen

Properties• denaturation–coagulation, foam

formation, gel formation• effects of dry and moist heat,

mechanical action, pH and enzymeson protein during preparation,cooking, and digestion

Use of models to illustrate proteinstructure, using different-colouredblocks or shapes to illustrate amino acids.

Make a poster to show examples of each classification, for display in the classroom.

Prepare a poster to illustrate sources.

Experiments or cookery activities to demonstrate the practical applications of the properties of protein.

1.1.2 Digestion and absorption of proteins

1.3.2 Food commodities

1.3.3 Meal management and planning1.3.2 Food commodities

1.3.2 Food commodities• protein foods

1.3.4 Food preparation and cooking processes

1.3.9 Preservation

1.1.2 Protein

9


Functions• biological functions of structural

proteins, physiologically activeproteins, and nutrient proteins

Biological value• complete and incomplete protein,

complementation

Energy value• contribution to total energy value

of average diet• role of protein as a

supplementary energy source• deamination

Digestion and absorption• hydrolysis of protein and

digestion sequences• absorption and outline of

utilisation of amino acids

Planning and preparation of simplemeals to illustrate proteincomplementation.

1.2.3 Vegetarian dietary requirements

1.2.1 Energy requirements

Formation of carbohydrates in plants

Composition and structure• basic structure of a monosaccharide• formation of disaccharides

and polysaccharides

Classification• monosaccharides, disaccharides,

polysaccarides

Sources• sources of monosaccharides,

disaccharides, starch, cellulose,pectin, non-starch polysaccharides(dietary fibre)

Use of labelled blocks to illustrateformation of disaccharides andpolysaccharides.

Collage or poster to illustrate sources. 1.3.2 Food commodities• fruit and vegetables, cereals


1.1.3 Carbohydrates


10


Properties• sweetness, solubility, gelatinisation

of starch, hydrolysis–to includeinversion, crystallisation, andcaramelisation, dextrinisation, pectinextraction and gel formation

• effects of dry and moist heat oncarbohydrates during cooking

• effects of enzymes oncarbohydrates during digestion

Functions• biological functions of sugars,

starch, and non-starchpolysaccharides

• culinary functions of sugars, starch, pectin


of the average diet

Dietary targets for non-starchpolysaccharide intake and how these can be achieved

Digestion and absorption• hydrolysis of carbohydrates,

digestion sequences, absorptionmechanism, outline of utilisation of glucose

Experiments or cookery activities thatdemonstrate the practical applicationsof caramelisation and inversion ofsugar and the dextrinisation andgelatinisation of starch.

Simple comparative study on energyvalue of foods with or without addedsugar, e.g. cereals.

Compare the energy value of a food,e.g. bar of chocolate, with the lengthof time it takes the body to use upthat energy, depending on activity,e.g. how long you would have towalk, swim, etc.

1.3.4 Sauce-making1.3.4 Principles underlying the

cooking of starch-based foods

1.3.2 Food commodities1.3.4 Principles underlying the

cooking of food

1.2.1 Energy requirements

1.2.3 Dietary and food requirements1.2.4 The Irish diet

1.2.3 Dietary and food requirements • diabetes



11



Classification of fatty acids• saturated, monounsaturated,

polyunsaturated• essential fatty acids • cis and trans fatty acids

Composition and structure of lipids• structure of saturated,

monounsaturated andpolyunsaturated fatty acids

• chemical composition and molecularstructure of a triglyceride

Classification of lipids• classification of lipids according to

their source and proportion ofsaturated, monounsaturated andpolyunsaturated fatty acids

Sources• animal, marine and vegetable

sources• distribution of saturated,

monounsaturated andpolyunsaturated fatty acids in food

Properties• melting, smoke and flash

points of lipids • formation of emulsions, to include

the identification and function ofemulsifying agents and stabilisers

• plasticity, rancidity, andhydrogenation

• identification and functions of antioxidants

Produce a poster to illustrate sources.

Comparison of the melting, smokeand flash points of a number ofcommonly used fats and oils.

Making mayonnaise or other dressingsto demonstrate the formation ofemulsions.

1.2.3 Dietary requirements• coronary heart disease

1.1.4 Digestion and absorption

1.3.2 Food commodities

1.3.6 Food additives1.3.2 Storage of foods containing

lipids. Use of fats and oils in cooking

1.3.6 Food additives


1.1.4 Lipids

12

• L E AV I N G C E R T I F I C AT E H O M E E C O N O M I C S – S C I E N T I F I C A N D S O C I A L S Y L L A B U S •


Functions• biological functions of lipids

in the diet


of the average diet

Digestion and absorption• hydrolysis of lipids, digestion

sequences, absorption mechanism,outline of utilisation of triglycerides

1.2.1 Energy requirements1.2.3 Dietary and food requirements

Sources, functions, effects ofdeficiency, recommended dietaryallowances (RDAs), properties of thefat-soluble vitamins A (retinol andbeta carotene), D (cholecalciferol), E (tocopherols), K (naphthoquinones),and the water-soluble vitamins C (ascorbic acid), B12 (cobalamin)and folate

Sources, functions, effects of deficiency and properties of the otherB complex vitamins, as a group, toinclude, B1 (thiamine), B2 (riboflavin),niacin, and B6 (pyridoxine)

Evaluation of fresh and processedfoods as providers of vitamins and minerals, using informationavailable on food labels and foodcomposition tables.

1.2.3 Dietary and food requirements1.2.4 The Irish diet1.3.2 Food commodities

• vegetables1.3.4 Food preparation1.3.5 Food processing1.3.6 Food additives

• antioxidants


1.1.5 Vitamins

Identification of the major mineralelements and trace mineral elementsnecessary in the diet

Sources, functions, effects of deficiencyand recommended dietary allowances(RDAs) of calcium, iron, zinc, iodine,potassium, and sodium

1.2.3 Dietary and food requirements1.2.4 The Irish diet1.3.6 Food additives

• nutritional supplements

1.1.6 Mineral

elements

13



Factors affecting absorption of mineralelements in the body, to include:• the role of vitamins in assisting

the absorption of calcium and iron• sources of iron, i.e. haem iron and

non-haem iron• the effects of phytates and oxalates

on the absorption of calcium

1.1.3 Carbohydrates1.1.5 Vitamins1.2.3 Specific dietary requirements

• vegan1.3.2 Food commodities

General propertiesBiological importance


1.1.7 Water

Factors determining energyrequirements

Role of energy in the body: • basal metabolic rate• growth• physical activity

Importance of balancing energy intake and output

Use of case studies to evaluateenergy balance.

Students work in groups orindividually on case studies that givedetails of life-style and diet andmake recommendations on howenergy intake and expenditure can be adjusted to achieve a satisfactoryenergy balance.

Series of case studies presenting the specific dietary requirements ofindividuals or groups. Students wouldmake recommendations. Studentswould make or plan menus forindividual or groups presented.

1.2.3 Dietary and food requirements1.3.3 Meal management and planning

1.1.2 Energy value of protein1.1.3 Energy value of carbohydrates1.1.4 Energy value of lipids

1.2 Diet andhealth

1.2.1 Energy

Current nutritional guidelines:• how and why they are formulated• use of recommended dietary

allowances (RDAs),• use of food composition tables

Food composition tables, currentdietary guidelines and computerprograms can be widely used tosupport this section.

1.2.4 The Irish diet1.3.3 Meal management and planning

1.2.2 Dietary

guidelines

14



Factors affecting dietary and foodrequirements, to include age, sex,health status, pregnancy, and activity

Inter-relationship of dietarydeficiencies and excesses and diet-related problems, to include:• bowel disease, osteoporosis, obesity,

coronary heart disease, diabetes,dental caries

The specific dietary requirements of the following modified diets:• coronary heart disease, lacto-

vegetarian, vegan, coeliac, diabetic

Case studies highlighting limitationson low-income families when planningfamily menus.

1.1.3 Non-starch polysaccharides1.1.3 Biological functions of sugars

and starches1.1.4 Lipids1.1.5 Vitamins1.1.6 Mineral elements1.2.1 Energy

1.1.2 Protein complementation


1.2.3 Dietary

and food

requirements

Changes in food and eating patternsin the Irish diet from the beginningof the twentieth century

Comparison of the Irish diet withcurrent dietary guidelines

Aspects of malnutrition currentlyidentified, to include:• low dietary fibre, high saturated

fat, relatively low iron and calciumintakes, reference to causes, effects,and corrective measures

Compare a typical day’s menu fromthe beginning of the twentiethcentury and a typical day’s menufrom the present day, with referenceto current dietary guidelines.

A visiting speaker on the evidence ofa link between diet and disease (e.g.Irish Cancer Society, Irish HeartFoundation, dietician, HealthPromotion Unit, etc.).

1.1.1 Food choices3.1.3 Social, economic and

technological changes affecting modern family structures

1.2.2 Dietary guidelines

1.1.3 Dietary targets for non-starchpolysaccharides

1.1.5 Vitamins1.1.6 Mineral elements

1.2.4 The Irish diet

15



Brief outline of the structure of the Irish food industry, to includeidentification of the various sectorsand major food imports and exports

The role of small businesses and home enterprises within the food industry

Outline knowledge of the career opportunities in food and related industries

Collect information on a local factory,business or home enterprise andassess how the business fits into theindustry structure, how it contributesto the area, and the careeropportunities it presents.


1.3 Preparation and processing of food

1.3.1 The Irish

food industry

Nutritional significance, contribution to the diet, selection, effects ofstorage, preparation, cooking andprocessing of the main foodcommodities available to theconsumer, to include: • milk and dairy products • meat, fish, eggs and alternatives • vegetables and fruit • cereals• fats and oils

Examine the effect of processing onthe nutritional value of food, e.g.milk butter, milk cheese.

Use samples of the various foodcommodities for assessing anddescribing their sensory aspects.

1.1.2 Properties of protein1.1.3 Properties of carbohydrate

• sugar and starch1.1.4 Properties of lipids1.1.5 Properties of vitamins1.1.6 Properties of mineral elements1.3.4 Food preparation and

cooking processes

1.3.2 Food

commodities

Management and planning of mealswith reference to:• current dietary guidelines• dietary requirements through

the life cycle• dietary requirements specified

in 1.2.3 and 1.2.4• resources available, i.e. knowledge

and skills, time, money, equipment,choice of foods

1.1.1 Food choices1.2.2 Dietary guidelines1.2.4 The Irish diet2.1.2 Factors affecting management

of family resources2.1.3 Management of household

financial resources2.1.5 Household technology

1.3.3 Meal

management

and planning

16



Physical and chemical changes thatoccur in food during preparation andcooking, to include:• enzymic browning, non-enzymic

browning, loss of nutrients

Principles underlying the cooking offood and the correct applications ofthese principles to the foodcommodities listed in 1.3.2

Classification, preparation, cookingand presentation of soups, sauces,and two types of pastry

Choice and application of suitablecooking methods to compare nutrientsand improve the palatability of food

Selection, safe use and care of foodpreparation and cooking equipment

Recipe balance and adaptation

Aesthetic awareness in the choice,preparation and presentation of food

Preparation and presentation of aselection of dishes and meals suitablefor individuals, family groups, andcertain modified diets (as listed in1.2.3 and 1.2.4)

Critical evaluation of dishes or mealsprepared and cooked and theconducting of comparative assessmentsof home-made and commercialproducts or meals, sensory analysis

Investigation to assess the control ofenzymic browning in food, e.g. on afresh apple.

1.1.2 Properties of protein1.1.3 Properties of carbohydrates1.1.4 Properties of lipids1.1.5 Properties of vitamins1.1.6 Properties of mineral elements1.3.2 Food commodities

1.2.2 Dietary guidelines1.3.3 Meal planning2.1.5 Household technology

1.3.10 Food safety and hygiene3.1.6 Gender issues in relation

to family roles

1.3.5 Food processing1.3.6 Food additives2.2.1 Consumer choices


1.3.4 Food

preparation

and cooking

processes

17



Identification of the range ofprocessed foods available

Profiles of three types of processed food:• food that undergoes extensive

processing, e.g. flour• food processed to extend shelf life,

e.g. milk• added-value food, e.g.

prepared foods or meals

Packaging and materials used, to include:• evaluation of their suitability for

purpose and environmental impact• evaluation of food labelling as a

source of consumer information

Contaminants that may enter thefood chain at various stages ofprocessing, e.g. antibiotics, chemicals

Visit to a local factory or processingplant, e.g. creamery, mill, cheeseprocessing plant.

1.3.1 Irish food industry1.3.2 Food commodities

1.1.1 Food choices1.2.4 The Irish diet1.3.2 Food commodities

2.2.2 Consumer responsibility

2.2.1 Consumer choices1.3.10 Food safety and hygiene


1.3.5 Food

processing

and packaging

Classification, examples, origin andfunctions of food additives, to include: • colourings, flavourings, sweeteners,

preservatives, nutritionalsupplements, and physicalconditioning agents

Outline of the legal control of theuse of preservatives, colours,emulsifiers and antioxidants in foodin the European Union, to includethe use of E numbers

Examination of food labels toestablish what additives are used andto suggest reasons for use.

1.1.1 Food choices1.1.4 Lipids

Properties• formation of emulsions

and use of emulsifying agents and stabilisers

1.1.5 Vitamins C and E1.3.5 Food processing and packaging1.3.8 Food spoilage1.3.9 Presentation1.3.10 Food safety and hygiene2.2.3 Consumer protection

1.3.6 Food additives


18


Brief outline of the protectionprovided to the consumer by currentnational and European foodlegislation, to include:• Food Hygiene Regulations

(1950-1989)• Labelling Regulations

(1982 and 1991)• Sale of Food and Drugs Acts

(1875, 1879, 1899, 1936)• Health (Official Control of

Foodstuffs) Regulations (1991)

Students could find information on apiece of legislation and, by sharingfindings, build up a file.


1.3.2 Food commodities1.3.6 Food additives


1.3.7 Food

legislation

Micro-organisms that cause foodspoilage and foodborne diseases, toinclude:• moulds, yeasts, and three common

strains of food poisoning bacteria,with reference to habitat, sources,environmental factors affectinggrowth, high-risk foods, incubationperiod, toxic and infectious foodpoisoning, and symptoms

The role of micro-organisms in food spoilage

Principles underlying the control of microbial spoilage of food

Outline knowledge of the uses ofmicro-organisms in food production

The role of enzymes in food spoilage,to include the principles underlyingthe control of enzymatic spoilage of food

Use of media reports on specific casesof food poisoning. Students identifythe factors that may have contributedto the particular case. 1.3.2 Food commodities

1.3.4 Food preparation and cooking principles

1.3.9 Preservation

1.3.10 Food safety and hygiene

1.3.2 Food commodities: milk and dairy products

1.1.2 Protein

1.3.8 Food spoilage


19


Principles and methods of foodpreservation, to include:• freezing, heat processing,

dehydration, chemical preservation,fermentation, and irradiation

Comparative evaluation of foods that have been preserved by different methods

Practical application of two methods of preservation

1.1.2 Properties of protein • denaturation

1.1.3 Properties of carbohydrates1.3.5 Food processing1.3.8 Food spoilage2.2.1 Consumer choices


1.3.9 Preservation

Safe food preparation, to include:• food storage, reheating

procedures, personal hygiene, and kitchen hygiene

• hazard analysis in food processingoperations (HACCP), ISO 9000

A brief outline of the role of nationalagencies in food safety, to include: • Department of Agriculture,

Food and Rural Development• Department of Health and Children• Public Analyst Laboratories• Regional Health Boards • Food Safety Authority• Director of Consumer Affairs

(Food Safety Legislation).

Students gather information onnational agencies involved in foodsafety and build up a file.


1.3.7 Food legislation

1.3.10 Food safety

and hygiene


20


Purpose of resource managementManagement systemsThe family as a managerial unit


2. RESOURCE MANAGEMENT AND CONSUMER STUDIES 25%

2.1 Familyresourcemanagement

2.1.1 Components

of managementInputs:• human and material resources,

needs, wants, goalsThroughputs:• planning, organising, implementingOutputs:• goals achieved, changes in values,

goals and standards, satisfaction,evaluation, and effective use of feedback

Decision-making and communication

Use of case studies to plan routinesin relation to a variety ofcircumstances suited to modernpatterns of living, including issues ofwork sharing, responsibility for familytasks, delegation, and gender equity.

Use of check-lists in planning and implementing routines or work schedules.


3.1.4 Family functions3.1.6 Family as a caring unit

• roles and responsibilities, gender issues

Factors that affect management, to include: • stages in life-cycle, employment

pattern, culture, values, standards,sex roles, management of dualrole, life-style as determined bysocio-economic status andcomposition of family

1.1.1 Food choices1.3.3 Meal management and planning3.1.3 Family structures3.1.6 Family as a caring unit

2.1.2 Attributes

affecting

management

21



The household as a financial unitwithin the economy

Household income with regard to social factors:• age, sex, social class, and culture

Wages, salaries, pensions, socialwelfare allowances and benefits asactual or potential sources ofhousehold income

Household expenditure:• patterns of household expenditure

relative to varying levels ofhousehold income

• essential and discretionaryexpenditure patterns

Planning of personal and familybudgets to ensure effectivemanagement of financial resources,including credit

Housing finance: factors determiningrequirements, sources and conditionsattaching, mortgage protection

Methods of payment (cash or credit)for household goods and services, to include:• criteria for selection, availability

A brief outline of the protectionprovided to the consumer by currentlegislation, to include:• Hire Purchase Act (1946, 1960)• Consumer Credit Act (1995)

Methods of saving

Insurance, to include:• pay-related social insurance,

health insurance, householdinsurance, life assurance

Case studies of sample householdbudgets for families living on varying incomes.

Investigation of different forms of credit available, from newspaperadvertisements, brochures, mail ordercatalogues, credit card promotionalmaterial, etc.

Investigation of the different types of home finance available, comparingcosts and conditions.

Comparisons of cash prices with cost of different forms of credit.

3.1.4 Family functions

2.2.1 Consumer choices


1.3.3 Meal management and planning• resources available

3.1.7 Family Home Protection Act (1976)• making a will


2.1.3 Management

of household

financial

resources

22



Factors that determine individual andfamily housing choices, to include: • socio-economic factors, national

housing policy, trends in housingdevelopment, availability

2.1.2 Attributes affectingmanagement

3.1.3 Family structures3.1.4 Family functions


2.1.4 Housing

Technological developments availableto the household and theircontribution to the management of the home

Consumer considerations in selecting a large and a small householdappliance, to include:• selection criteria, obtaining

consumer information, design, efficiency

Underlying working principles andguidelines for use of:• one appliance with a motor• one appliance with a

heating element • one refrigeration appliance• a microwave oven

Students conduct individual studies on one large and one smallhousehold appliance.

1.3.4 Food preparation equipment

2.2.1 Consumer choices2.2.2 Consumer responsibility2.2.3 Consumer protection


1.3.10 Food safety and hygiene

2.1.5 Household

technology

Use of textiles as a resource forhousehold and clothing purposes

Selection criteria:• fitness for purpose and suitability

in use determined by fabricproperties, cost, personal choice,aesthetic appeal

Textile care:• basic scientific principles underlying

the care of fabrics relative to theirgeneral properties

Safety considerations in the selectionof household textiles

Simple scientific tests to compareshrinkage, water-repellence and thecrease recovery of a variety of fabrics

2.1.3 Management of household financial resources

2.2.1 Consumer choices

2.1.6 Textiles

23




The identification and effects of onefire-retardant finish

Fire Safety (Domestic Furniture) Order (1988): • identification and purpose of the

order and the labels specified

Factors that affect consumers’decision-making, with specificreference to varying householdincome, merchandising andadvertising, packaging and labelling

The purchasing process, to include:• classification of retail outlets,

retail psychology, shoppingpatterns, consumer research

An investigation of some of thefollowing merchandising techniquesand shopping systems:

• advertising, packaging, mail orderbuying, ‘easy-pay’ systems,television buying, shopper loyaltyschemes, discount offers

1.3.2 Selection of various food commodities

1.3.5 Food processing and packaging2.1.3 Household financial resources2.1.5 Household technology

2.2 Consumer studies

2.2.1 Consumer

choices

Responsibility of the consumer in informed decision-making, with regard to: • consumer information and rights• management of the environment,

to include use of renewable and non-renewable resources,recycling, pollution

Students divide into small groups.Each group to study a particularactivity in the home, e.g. heating the home, washing clothes, foodconsumption, with reference to thepotential effects on the environmentand recommendations for ways inwhich harmful effects could becounteracted

1.3.2 Food commodities1.3.5 Food processing and packaging2.1.5 Household technology2.1.6 Textiles3.1.6 Family as a caring unit

2.2.2 Consumer

responsibility

The rights of the consumer as definedby current legislation, to include:• Sale of Goods and Supply of

Services Act (1980)• Consumer Information Act (1978)

Voluntary and statutory bodiesconcerned with consumer protection

Procedures to be followed when aproblem occurs with a product orservice, to include the function andoperation of the small claims procedure

1.3.2 Food commodities 1.3.5 Food processing and packaging2.1.5 Household technology2.1.6 Textiles

2.2.3 Consumer

protection

24





3. SOCIAL STUDIES (10%)

3.1 The family in society

3.1.1 Introducing

sociological

concepts

Sociological concepts, to include:• society, culture, norms

and mores, values• role, status, socio-economic

groupings, social mobility• primary and secondary social

groups, kinship, socialisation • social institutions• social change

These concepts should be integrated throughout this section,where applicable

The universality of the concept of familyDefinitions of “the family”

The historical development of thefamily in Ireland from the beginningof the twentieth century to thepresent day

Characteristics of modern familystructures, to include:• lone parent, nuclear, extended and

blended families (i.e. where eitheror both parents have children fromprevious relationships)

Social, economic and technologicalchanges affecting modern family structures

Case studies of family situations inother societies, e.g. extracts fromliterature, examples from films. Group discussions on familyvariations. Each group to define “the family” and consider thevariation in definitions.

Comparison of Irish families withfamilies in other European countriesaccording to family structure, size, roles, etc.

2.1.3 Management of household financial resources in relationto different family structures

2.1.5 Household technology

3.1.2 Defining the

family

3.1.3 Family

structures

25




Family functions:• physical, economic, emotional,

educational, and social

How these family functions may beadopted or supplemented by othersocial institutions

Brainstorming session: all thefunctions carried out by the family.Classify these functions into the fivedifferent categories.

1.2.3 Dietary and food requirements2.1 Family resource management2.1.3 Management of household

financial resources2.1.4 Housing

3.1.4 Family

functions

Definition of marriage

Outline knowledge of some culturalvariations in marital arrangements,commitment, customs, legal obligation,rights and responsibilities within themarriage relationship

Facilities and services available tothose preparing for marriage

Choices available when a marriagehas broken down, to include:• marriage counselling• family mediation• legal separation• legal nullity• divorce

Use of case studies, photographs,extracts from the media or literatureillustrating some of the culturalvariations in marital arrangements.

3.1.3 Family structures3.1.4 Family functions

3.1.7 Family law

3.1.5 Marriage

Roles and responsibilities of familymembers and how these roles changethrough the life-cycle of the family

Gender issues in relation to family roles

Social and economic factors that have affected the changing rolesof family members in recent timesRole conflict

Group discussion using case studies as stimuli.

Case studies or interviews with oldermembers of the community to showhow family roles have changed in thelast fifty to one hundred years.

2.1 Family resource management

1.3.3 Meal management and planning

3.1.6 Family as acaring unit

26




Child-parent relationships, to include:• physical and psychological needs

of young children and adolescentsand how the family can meetthese needs

• the rights of children within the family

• conflict between adolescents and adults and how it can bedealt with

• importance of good communicationwithin the family

The role of older people within thefamily, to include:• the importance of independence

for the older person within the family group

• generation conflict and how todeal with the conflict

Response of the family unit to those with special physical, mental or emotional needs, to include statutory and voluntaryservices available

Use of role-playing to emphasise theimportance of good communicationwithin the family and how this can beused to avoid or deal with conflict.

Investigation of a range ofaccommodation options available for older family members, stressingthe advantages and disadvantages of each option.

Use of role-playing and case studiesto illustrate how to prevent and deal with generation conflict within the family.

Short investigative study on how afamily might respond to one of itsmembers with a specific physical,mental or emotional requirement.

2.1.1 Decision-making and communication

3.1.7 The Child Care Act (1991)


1.2.3 Dietary and food requirementsof older family members

2.1.4 Housing

1.2.3 Specific dietary requirements

27




Protection available for families undercurrent Irish family law, to include:• The Family Law (Maintenance of

Spouses and Children) Act (1976)• The Family Home

Protection Act (1976)• The Family Law Act (1976)

section 22: barring orders • The Judicial Separation Act (1989)• The Child Care Act (1991)

The importance of and outlineprocedure for making a will

These acts should be referred to where appropriate throughout the section.

2.1.3 Housing finance3.1.7 Family law

28


ELECTIVESThere are three electives, from which one will

be chosen. Each elective is an extension of some

aspects of the core.

Elective 1: Home design and management, page 30

AimTo allow students to further develop their knowledge,

understanding and skills in relation to certain aspects

of the core, particularly resource management and

consumer studies.

ContentThe provision, design, building and management of

the home to meet individual or family needs and with

consideration for environmental and social

responsibility.

AssessmentThe assessment of this elective will be by terminal

written examination only.

Elective 2: Textiles, fashion, and design, page 35



of the core, particularly textiles and design.

ContentA study of the design, construction and appraisal

of clothing, giving consideration to design

and scientific factors.

Candidates will be expected to make a garment

that demonstrates the use of a range of

prescribed processes.

AssessmentThe assessment of this elective will be in the form

of an assessment of practical work and terminal

written examination.

Elective 3: Social studies, page 37



of the core, particularly social studies.

ContentA study of social issues that relate to the family:

education, work, unemployment, leisure, and poverty.

AssessmentThe assessment of this elective will be by terminal

written examination only.

29


30



PROGRAMME OF STUDY ELECTIVES


4. ELECTIVE 1 – HOME DESIGN AND MANAGEMENT (20%)

4.1 Housing

4.1.1 Housing styles Outline knowledge of the historicaldevelopment of housing styles in Ireland from the nineteenthcentury onwards

Identification of popular housing styles in Ireland today

Social, cultural, economic andenvironmental factors that influencethe choice of housing styles

Visit:• as part of a school trip students

could visit one or a number ofdifferent houses from differentperiods and identify thecharacteristics of the housing style of the period.

Group discussion:• use of photographs of different

styles of houses as stimulusmaterial. Discuss theappropriateness of the house style within the surroundingenvironment.

3.1.3 Historical development of the family


4.1.2 Housing

provision

Variations in housing requirements, toinclude the specific physicalrequirements of: • families, single people,

the elderly, people with disabilities, the homeless

An evaluation of housing provision in Ireland today, to include:• distribution of housing

(i.e. rented or owner-occupied,private or social housing, urban or rural distribution)

• quality of accommodation• comparative costs of buying

and renting• adequacy of housing provision

to meet the variations in housing requirements

Housing study:• students work in groups and select

a local geographical area (e.g.townland, village, housing estate)to carry out their study. The study would involve evaluatingthe housing provision in that area,referring to some of the factors in column 2 (content).

2.1.4 Housing3.1.3 Family structures3.1.4 Family functions

2.1.3 Household incomeHousehold expenditurePlanning budgetsHousing finance

2.2 Consumer studies3.1.4 Family functions


31



• social housing provision, to includelocal authority provision, voluntaryand co-operative housing

• provision of local amenities andservices for housing developments,to include: schools, shops,community centres, transport, play areas, adequate streetlighting, refuse collection

3.1.3 Social, economic and technological changes affecting the modern family

Factors that influence the choice oflocation and the choice of house style

Planning requirements: the procedureinvolved in obtaining planningpermission or bye-law approval

Professional services available to assistin the design and building of thehouse, to include:• architects, engineers, surveyors,

solicitors, builders, books of house plans

Factors that influence the design ofthe house, to include:• aesthetic and environmental factors,

family requirements (present and future), energy-efficiency,ergonomics, initial and maintenancecosts, technological developments

The regulation of house buildingstandards, to include:• national house building guarantee

scheme, provision of certificatesand guarantees, grant provision

Case studies:Each student is given a case study of a person or family with a particular need or set of needs.This case study can be used for allthe investigations that follow and the information gathered andcompiled in a folder.

(i) Decide on a location and house style suitable for the particular case study and outline the procedure that would be followed in order to obtain planning permission for the house selected.

(ii) Design the house. Using any resources available, the student produces a simple design of the outside and inside of the house to meet the needs of the person or people in the case study and referring to the factors given in column 2.


2.1.3 Housing finance

2.1 Family resource management2.1.5 Household technology2.2.2 Consumer responsibility3.1.3 Family structures3.1.4 Family functions

4.2 Housebuilding and design

32




Elements and principles of design andtheir application to the home

Factors that influence the interiordesign of the home, to include: • aesthetic and comfort factors,

ergonomics, family size andcircumstances, special needs, cost,environmental awareness

Selection, properties and uses offlooring and floor coverings, wall finishes, furniture and soft furnishings

Criteria for selection, properties anduses of materials used in the home,to include wood, metal, glass, plastics, and fabric

(iii) Interior design(a) Using photographs or magazine

pictures of rooms, studentsevaluate a room with referenceto the elements and principles ofdesign and other criteria asspecified by the teacher

(b) Using the case studies referred toearlier, the student designs oneroom in the house with referenceto the requirements of theparticular case study.

(iv) Make recommendationsfor the flooring or floor coverings, wall finishes, furniture and soft furnishings for one room.


2.1.6 Textiles

2.1.3 Management of household financial resources

2.2.1 Consumer choices2.2.2 Consumer responsibility3.1.3 Family structures2.1.3 Management of household

financial resources2.1.5 Household technology2.1.6 Textiles


4.3 Designingthe houseinterior

Identification of energy supplies tothe home, to include electricity, gas,oil, solid fuels, solar energy, thesources of these energy supplies andthe sustainability of these energysourcesEmissions produced as a result ofburning fuels in the home and theeffects of these emissions on theenvironment

Identification of potential energyinefficiencies in the home

Strategies to improve energy-efficiencyand reduce emissions

Small investigative study to identifyareas of energy-inefficiency in thehome, e.g. areas where heat mightbe lost, how domestic hot water isheated, inefficient use of electricity,gas and other fuels, energy-inefficientcooking practices.

(v) Recommendation for how, indesigning the home, energy-efficiency can be increased.

2.1.5 Household technology2.2.1 Consumer choices4.5.5 Lighting



4.2 House building and design

4.4 The energy-efficienthome

33




Household electricity supply and thestructure of the ring circuit

Voltage, wattage, amperage, kilowatt-hour, tariffs and costings

Safety in the use of electricity.Fuses, circuit-breakers, and earth

Cold water supply and storage in the house

Levels of thermal comfort and theircontrol, to include the underlyingprinciple and uses of thermostats

Heating options available and factors to consider when choosing a heating system

Scientific principles underlying onesystem of domestic central heatingand their application

(vi) Students make recommendationsfor heating, lighting andventilation systems for one roomin the house they have designed.

2.1 Family resource management2.l.3 Household finance2.1.5 Household technology2.2 Consumer studies2.2.1 Consumer choices4.2 House building and design

1.1.7 Water

4.4 Energy-efficient home


4.5 Systems andservices

4.5.1 Electricity

4.5.2 Water

4.5.3 Heating

34




Underlying principles and methods of insulation

Underlying principles of ventilationand their application

Natural and artificial methods of ventilation

Properties of light and application ofthese properties

Principles for planning lightingsystems Outline of contemporary lightingdevelopments

Underlying principles and uses ofenergy-efficient lighting

Students evaluate the insulationprovision in their own home andmake recommendations forimprovements necessary.

Students evaluate the ventilationprovision in the home economicsroom or a room in their own homeand make recommendations for anyimprovements necessary.

Investigation of contemporary lightingdevelopments, using magazines,brochures, shop visits, etc.





4.5.4 Insulation

4.5.5 Ventilation

4.5.6 Lighting

35





5. ELECTIVE 2 – TEXTILES, FASHION, AND DESIGN (20%)

5.1 Contemporaryclothing andfashion

5.2 Textile science

Social, economic and industrialinfluences on the design andconstruction of clothing

Critical evaluation of current fashiontrends (male and female), to includereference to: • colour, shape, line, proportion,

pattern, texture, influences,accessories, and other appropriate factors

Factors that influence clothingrequirements, to include:• function, cost versus money

available, availability, new fibres,the media, trendsetters, fashion,social and cultural influences

Elements and principles of design

Classification, sources and uses ofnatural, regenerated and synthetic fibres

Profiles of one fabric manufacturedfrom natural fibres, one fabricmanufactured from manufacturedfibres, and one blend, to include:• fibre production and properties,

identification of fibres usingburning tests and microscopicevaluation, yarn production, yarnor filament modification

Group projects:• use a selection of family

photographs, magazine pictures etc.from different decades to illustratethe “look” of the time.

• make comparisons between fashiontrends in the past and morerecent developments.

Group discussion:• use of magazine pictures, videos

etc. to stimulate discussion onaspects of contemporary fashion.

Observing and feeling a variety of fabrics to note their physical properties.

Investigation of relevant fabrics toidentify origin of fibres, method ofyarn production, fabric construction,technique used, and design application.

2.1.6 Textiles3.1.3 Family structures



1.1.2 Basic protein structure1.1.3 Basic structure of

carbohydrates. Formation of polymers

36



5. ELECTIVE 2 – TEXTILES, FASHION AND DESIGN (20%)

• fabric construction techniques(two/three techniques), finishes(two/three finishes), colourapplication (two methods), design application (two methods),and fabric performance testing(two tests)

The application of the elements andprinciples of design to garmentconstruction and evaluation

Evaluation of the design of garmentsor outfits, with reference to therelationship between design andfunction, comfort, and aesthetic appeal

Knowledge and application of thedesign process to the construction ofa garment, demonstrating the use ofa range of prescribed processes.Commercial patterns may be used

Selection and modification of acommercial pattern to meet a specificneed or set of needs

An overview of the structure of theclothing and textile industries inIreland, to include the recognition ofthe role of the small businesses orcottage industries within the area ofclothing and textiles and the careeropportunities in clothing and textilesand related industries

Students carry out simple scientifictests on fabrics to test certainperformance characteristics.

Using garments or pictures ofgarments, evaluate the design ofgarments with reference to theelements and principles of design.

Use of the design process to producea fashion sketch of a garment oroutfit to meet a specific brief.

Testing of fabrics for suitability todesign, e.g. absorbency, shrinkage,water-repellence, crease recovery.

Visit to a factory, craft worker etc. in the area of clothing or textiles to assess how they fit into theindustry structure, how theycontribute to the area, and thecareer opportunity they present.

2.1.6 Textiles2.2.1 Consumer choices


5.3 Designevaluation and garmentconstruction

5.4 The clothingand textileindustries

37





6. ELECTIVE 3 – SOCIAL STUDIES (20%)

6.1 Social changeand the family

6.2 Education

The impact of social and economicchange on family life, to include:• the change in settlement patterns

from rural to urban, reduction inworking hours and increase inleisure time, improvements in theprovision of education and socialwelfare, changing attitudes tomarriage, parenting and traditionalroles within the family, improvedpay and conditions of work,increased participation of women inthe work force, legislation on equalpay and employment opportunities,unemployment

The purpose of education:• as a method of socialisation• in the physical, emotional, moral

and intellectual development of the individual

• as a preparation for work

Factors that influence educationalachievement

The provision of education in Ireland,to include:• pre-school, primary, second-level,

third-level, adult and second-chanceeducation, special needs education

Equality of opportunity in education,with reference to gender inequity,socio-economic status, disadvantagedstudents, early school leavers Contemporary initiatives in improvingthe accessibility of education

Case study:• comparison of family life one

hundred years ago with family lifetoday, with reference to: roles ofvarious family members, leisuretime available, who attended schooland what this involved, number of children, etc.

Interview:• students interview an elderly

relative or member of thecommunity with a view tocomparing family experiences then and now.

3.1.3 Family structures

3.1.5 Marriage3.1.6 Family roles

2.1 Family resource management3.1.4 Family functions3.1.6 Family as a caring unit6.4 Leisure6.5 Unemployment6.6 Poverty6.7 Statutory and community

responses to unemployment and poverty

6.5 Unemployment

38




Defining work: • paid employment, unpaid work in

the home and home-relatedactivities, voluntary work

Attitudes to work and workattainment, to include:• extrinsic and intrinsic satisfaction,

work ethic, variations in workingaccording to occupation

Changes in patterns of work andwork availability, to include:• the effect of developing technology

on industry, the decline in primaryand secondary industries and theincrease in work in the serviceindustries, increased educationalrequirements to acquireemployment, increased participationby women in employment,improved working conditions,increasing flexibility in workinghours, e.g. job-sharing, flexiblehours, parental leave

The role of unpaid and voluntarywork in the community and thebenefits to be gained by thevolunteer and the community

Brief outline knowledge of theProtection of Young Persons(Employment) Act (1996)

Using case studies of job descriptionsby a variety of workers, studentsexamine and give their opinions onthe level of satisfaction derived bythe worker and how this might beimproved, if necessary.

Investigation of the currentoccupational structure in Ireland andcomparison with fifty years ago.

2.1 Family resource management3.1.3 Family structures3.1.4 Family functions6.2 Education6.7 Voluntary organisation

2.1.2 Attributes affecting management

6.4 Leisure6.5 Unemployment6.7 Statutory and community


6.3 Work

6.3.1 Concepts

of work

39




Changing patterns in sex roles within the family

The impact of dual-earner families on family life, to include:• role overload, role conflict,

distribution of parental and home care responsibilities

Family requirements for child carefacilities and options available tomeet these requirements

Evaluation of two types of child care options available

Defining leisure and determining itsfunction and value in today’s society

Influences on leisure patterns, toinclude: social and cultural influences,occupation, age, gender

The role of individual and familyleisure activities in physical, socialand emotional development

Evaluation of the leisure facilitiesavailable in the community, toinclude a cost and value comparisonof two facilities

Class survey:• make a list of twenty home tasks• compile a questionnaire to be

distributed to a number of familiesto ascertain male and female roles.

Class discussion:• have these roles changed in

recent years, and why?

Investigation of the range of childcare options available in the area.

Students list their leisure pursuits inorder of priority, estimate the initialand maintenance costs of thesepursuits, and establish the physical,social and emotional benefits of someof these activities.

Case studies of families in varioussituations and at different stages ofthe family life-cycle.

Students break up their time intowork or school time, time spent onhome duties, and leisure time foreach day. Make recommendations forways of using leisure time.

1.3.3 Meal management and planning2.1.2 Attributes affecting management2.2.1 Consumer choices3.1.3 Family structures3.1.4 Family functions3.1.6 Roles and responsibility

6.3.1 Concepts of work

6.5 Unemployment2.1 Family resource management2.1.3 Management of household

financial resources3.1.4 Family functions

2.1.3 Management of resources

6.3.2 Reconciling

employment

with family

responsibilities

6.4 Leisure

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Defining unemployment andknowledge of the extent ofunemployment in Ireland

Causes of unemployment, to include:• seasonal, geographical, technical,

difficulty in adapting to changingrequirements of industry, level of demand for products andservices, residual

Effects of unemployment on theindividual, on the family unit, and on society

Defining poverty, to include absoluteand relative poverty and the poverty line

The extent and distribution of povertyin Ireland today and identification ofthose groups at risk of poverty

Reasons why poverty continues to bea feature of modern western society,to include:• the cycle of poverty • the influence of social policy on

poverty, the cycle of deprivation infamilies and geographical areas, thepoverty trap

Group discussion:• using photographs as stimuli,

students discuss the relative natureof poverty.

6.3.1 Concepts of work


2.1.1 Management2.1.3 Management of household

financial resources3.1.6 Family as a caring unit6.7 Statutory and community


3.1.6 The caring family:• special needs

2.2 Consumer studies3.1.3 Family structures3.1.4 Family functions

3.1.6 Family as a caring unit

6.5 Unemployment

6.6 Poverty

6.6.1 Concepts of

poverty

6.6.2 Causes and

effects of

poverty


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Statutory responses, to include:• social welfare assistance and

benefits, initiatives encouragingforeign investment

• schemes to reduce expenditure forlow-income families

Community responses, to include:• the work of voluntary organisations • community-based educational

training and employment initiatives,emergence of co-operatives andcottage industries

Class investigation:students work in small groups toinvestigate one statutory serviceavailable and present a synopsis ofthe information to the whole class.

Investigation of one initiative orgroup, preferably in the local area,which has responded to the needs of the community.

2.1.3 Management of household and financial resources

3.1.4 Family functions6.2 Education6.3 Work

6.7 Statutoryandcommunityresponsesto creatingemploymentandeliminatingpoverty

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Procedures for drawing upNational Syllabuses

The NCCA’s Course Committees for the Leaving Certificate(Established) have the following membership:

• Association of Secondary Teachers, Ireland• Teachers’ Union of Ireland• Joint Managerial Body• Association of Community and Comprehensive Schools• Subject Association• Irish Vocational Education Association• National Council for Educational Awards• Conference of Heads of Irish Universities• Department of Education and Science (Inspectorate).

On the basis of a brief provided by Council, the NCCA’sCourse Committees prepare the syllabuses.

Recommendations of Course Committees are submittedto the Council of the NCCA for approval. The NCCA, hav-ing considered such recommendations, advises theMinister for Education and Science accordingly.

Further information may be obtained by contacting theNCCA at 24 Merrion Square, Dublin 2.Ph. 01-6617177 Fax 6617180 e-mail [email protected] www.ncca.ie

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Leaving Certificate Home Economics Syllabus - Curriculum

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